Читать книгу The ITT Core Content Framework - Samuel Stones - Страница 15

During your lessons you are responsible for ensuring that all children are appropriately challenged so that they make good or better progress. In particular, you will need to ensure that children who are operating at lower stages of cognitive development are not given lower level tasks that result in widening the ability gap between them and their peers. Where appropriate, you should consider how these children might be supported to achieve the same learning outcomes as their peers by providing them with additional adult support, different resources or by breaking the task down further into smaller steps. It might not always be appropriate for children who are working at lower stages of development to work on the same learning objectives as their peers who are operating at higher stages of development, but setting a different task should not be the default ‘fall-back’ position.

You will need to consider how you will meet the needs of children who are operating at higher stages of cognitive development. You can challenge them further by setting them extension tasks or by asking them to apply the skill or concept that you have taught them. Sometimes, it will be appropriate to set these children a completely different task from their peers, provided they are secure with the prerequisite subject content. It is counterproductive to move children on too quickly, particularly if the prerequisite knowledge, skills and understanding required to complete the task are not secure. To ensure an appropriate level of challenge for these children, it is essential that you understand the progression in knowledge, skills and understanding within a unit of work so that you know what the ‘next steps’ in learning are. You must therefore research the progression sequence prior to teaching a unit of work.

You will need to consider how you can support children who are working at lower stages of development through providing planned interventions and responsive same-day interventions to meet their needs. A child who is working at a higher stage of development in the area of mathematical calculations might be working at a lower stage of development within geometry. Therefore, it does not necessarily follow that a child who is weak at one aspect in a subject is weak at all aspects of that subject. This highlights the need for teachers to adopt flexible grouping arrangements and to avoid developing fixed mindsets about children’s abilities. Children may develop misconceptions within a lesson, but they may have demonstrated mastery of the content in the previous lesson. Same-day interventions provide an opportunity to address these misconceptions. Pre-teaching the lesson content prior to the taught lesson is also another useful way of giving children the best opportunity to make progress in the lesson.